Bachelor of Science

Le Bachelor of Science (BSc) ou le Baccalauréat ès sciences (B.Sc.) au Canada est un grade universitaire existant dans de nombreux pays. Il est obtenu après trois années d'étude en Grande-Bretagne, Pays de Galles, Irlande du Nord, Québec, Singapour, Australie, Nouvelle-Zélande, Hong Kong et Afrique du Sud et quatre années dans le reste de l'Amérique du Nord, en Irlande et en Écosse. Ce terme est souvent abrégé en B.Sc. ou B.S. (plus rarement en S.B. ou Sc.B.), initiales de l'expression latine Baccalaureus Scientiæ. Canada Au Canada, le Baccalauréat ès sciences (ou le Bachelor of Science en anglais) est délivré après une formation de quatre ans (trois ans au Québec puisque la formation préuniversitaire y dure une année de plus) dans les sciences. Le diplôme est aussi parfois appelé le Baccalauréat en sciences. À l’Université de Moncton (Nouveau-Brunswick), il y a un programme supplémentaire au Bachelor of Science nommé « diplôme en scienc

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Ready to face the world?Lessons learnt from applying a Multi-Professional Shared Learning Test tofirst year Engineering and Science students at the Federal Institute of Technology in Lausanne, Switzerland.

Isabelle Barbara Marie-Hélène Cardia, Cécile Hardebolle, Siara Ruth Isaac, Ingrid Le Duc, Roland John Tormey

This paper presents the results of a project aimed to measure changes in attitudes and perception of science, engineering and architecture first year students about working in a professionally diverse environment. At the beginning of the Global Issues course of the autumn semester in 2014 all 1, 800 students were asked to complete two psychometric tests: The Readiness for Inter-professional Learning Scale (RIPLS) aims at measuring attitudes towards inter-professional learning (McFayden, AK, et al, 2005); and the Engineering and Science Issues Test (ESIT) aiming to measure moral reasoning in engineering by responding to professional ethical dilemmas. Students were asked to repeat the task 13 weeks later after having followed lectures and completed the requested interdisciplinary group work (Holzer, A., Vonèche-Cardia, I., et al, 2016). A superficial analysis of the RIPLS scores shows an overall decreased positive attitude towards interdisciplinary work. A more detailed analysis suggest a paradox: While students agree that team work skills will make them better professionals they disagree on the benefit of practicing such skills before qualification. The paper will focus in discussing the reasons for such paradox looking into the timing of the testing (too early), students' disciplinary identity, and other potential reasons such as conflicts in schedules and difficulties in communication. Our results are taken as a clear sign of the need to keep in mind the ‘hidden curriculum’ in scientific and engineering education when tailoring the learning activities supporting interdisciplinary courses (Tormey, R, Le Duc, I, et al, 2015).

2016

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A New Approach in the Use of Multimedia for Technology Enhanced Learning.

Denis Gillet

In this paper we describe ongoing work in the Electrical and Computer Engineering Department at the University of Florida as we offer an Online MS degree in Electrical Engineering and as we proceed with the development of major components of a BS degree in Electrical Engineering. In particular we describe the implementation of the "lectures on demand" method using multimedia streaming technologies within the now widely accepted Asynchronous Learning Network (ALN) model. Each class in the program is delivered on campus via the traditional face to face lecture mode. However, the classes make explicit use of computer and communication technology to facilitate an asynchronous mode of learning for both on-campus as well as distance education students. The lecture and in class interactions including computer demonstrations are captured as video or computer animations. This digital video is compressed and broadcast 'live' via the Internet so that students who cannot attend the class can join the lecture. After the class, a student assistant is engaged to generate high quality image and graphical copy of material developed spontaneously in the class by the Instructor. These are then integrated with class notes into a synchronized multimedia presentation.

2000

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Postgraduate education

Postgraduate education, graduate education, or grad school, refers to academic or professional degrees, certificates, diplomas, or other qualifications usually pursued by post-secondary students wh

Londres

Londres ( ; London, ) est la capitale et plus grande ville d'Angleterre et du Royaume-Uni. La ville est située près de l'estuaire de la Tamise dans le sud-est de l'Angleterre. Londinium est fondée p

Doctor of Philosophy

A Doctor of Philosophy (PhD, Ph.D., or DPhil; Latin: philosophiae doctor or doctor philosophiae) is the most common degree at the highest academic level, awarded following a course of study and rese

MGT-484: Applied probability & stochastic processes

This course focuses on dynamic models of random phenomena, and in particular, the most popular classes of such models: Markov chains and Markov decision processes. We will also study applications in queuing theory, finance, project management, etc.

BIO-455: Introduction to law and ethics

Le but du cours est de familiariser l'étudiant-e aux notions de base du droit et de l'éthique applicables à la recherche en STV et à son transfert en applications, et de lui fournir les éléments essentiels pour identifier les enjeux juridiques et éthiques dans sa future pratique professionnelle.

ENV-614: Fourier analysis and boundary value problems

Learning Fourier Series and Boundary Value Problems with a view to a variety of science and engineering problems. Learn the use of special functions like Bessel functions and applications. Introduce the doctoral students to general Sturm-Liouville problems and applications.